“ The grass only looks greener in someone else’s school yard.
Principals need space and time to reflect. Our institutes provide best practices, deep resources and the support you need. ”
PAMELA MASOnLecturer on Education; Director, Language and Literacy Master’s Program, HGSE
Whether you are a new leader or an experienced veteran, one thing is certain: you need
support beyond your own school walls. in this age of accountability, you are expected
to solve a mounting list of challenges — from overcrowding to underachievement — while
providing the inspiration your school needs. But implementing effective change is not
easy. You must inspire and motivate your teachers and your students. You must be a
champion for learning. And you must have a strong support network.
the Harvard Graduate school of education offers a variety of professional development
programs for school leaders to strengthen their leadership skills for greater impact.
no matter where you are from — a small rural district, a large urban one or somewhere
in between — you will connect with peers who face similar challenges and build a
lasting professional network that will help support you throughout your career. our
institutes provide you with the time you need to reflect, refocus and recharge. You
will leave inspired, with new ideas, skills and frameworks that you can put into practice
the day you return home.
JOIn OuR COMMunITy Of LEARnERSsuCCessful leAdersHiP in todAY’s sCHools
1
“ new and Aspiring School Leaders provided key insight
into what it means to be an educational leader. This has been
the most well organized, timely, insightful and high-powered institute I’ve ever attended.
Outstanding! ” RObERT LAnE Middle School Dean, Woodlawn Secondary School, university of Chicago Charter School
WHAT yOu WILL LEARn Gain the tools, frameworks and leadership techniques needed
to step into a leadership role, build and sustain effective learning
environments, and improve instructional excellence.
PROGRAM OVERVIEW new school leaders must be ready and able to assume the role of
instructional champion — working on many fronts to improve and
sustain student achievement. At the same time, they need to manage
the academic development of a changing school population and
accelerate the development of teachers. these initiatives require
school leaders to focus on the management of resources as well
as the ongoing renewal of school culture.
new and Aspiring school leaders will prepare you for the many
leadership challenges of American schools today. You will examine
these challenges from the ground up, and clarify your vision of
an effective school and your role in leading it. Working closely with
faculty and seasoned practitioners, you will define your core
values and understand how they can help you promote educational
excellence.
PROGRAM ObJECTIVES • Assume a leadership position with a vision for success
• improve instruction through effective teacher supervision
and evaluation
• foster curriculum collaboration among the faculty
• utilize resources and time to maximize student achievement
• discover ways to support all learners in your classrooms
• Achieve community support for your school’s mission
WHO SHOuLD ATTEnD • school leaders in the first one to two years of the principalship
• educators anticipating a leadership position over the next
one to two years
• members of the school community who are entering or plan
to enter leadership roles, including teacher-leaders, department
heads, assistant principals, assistant heads, division heads,
curriculum coordinators and other members of the school
community interested in expanding their leadership skills
fACuLTy CHAIRPamela Mason, lecturer on education; director, language
and literacy master’s Program; director, Jeanne Chall reading
lab, HGse
see page 11 for detailed faculty chair biographies.
To apply or for more information, visit
www.gse.harvard.edu/ppe/asl
3
neW And AsPirinG sCHool leAdersmArCH 23–26 or fAll 2014 | $1,995 0–2 YeArs of leAdersHiP exPerienCe
WHAT yOu WILL LEARn expand your leadership skills, explore new ways to enhance
student learning and create success for yourself and your school.
PROGRAM OVERVIEW today’s school leaders struggle to balance their roles as instructional
leaders with the many other demands of the job. through
improving schools: the Art of leadership, participants will develop
their leadership skills, efficacy and ability to support teacher
development and student achievement. Participants will also expand
their understanding of leadership and explore multiple approaches
for addressing leadership challenges.
the institute will help you identify areas of school improvement,
establish priorities, develop strategies and build a base of support
around a change initiative. You will explore successful models
for school improvement, learn how to lead and manage change,
and understand how to implement curriculum innovation.
through a research-based curriculum, you will focus on effective
supervision and evaluation, approaches to solving leadership
challenges with an emphasis on u.s. settings, and proven strategies
that support teaching and learning. upon completion of the
program, you will have examined your own leadership challenges
in the context of instructional improvement and learned how
to lead and manage your school more effectively.
PROGRAM ObJECTIVES • Apply research and best practices in developing school
improvement efforts focused on increasing student achievement
• develop an understanding of how adult learning and teacher
development contribute to school improvement
• shape a school culture that supports learning for all
• implement an effective process for supervision and evaluation
of teachers and other instructional staff
• learn techniques for managing change
WHO SHOuLD ATTEnD • school leaders in the early years of their careers who are
seeking improved leadership skills and a more focused approach
to classroom practice
• new principals or educators in leadership positions with five or
fewer years of experience in their roles, including assistant principals,
teacher-leaders, instructional leaders and curriculum specialists
fACuLTy CHAIRPamela Mason, lecturer on education; director, language
and literacy master’s Program; director, Jeanne Chall reading
lab, HGse
see page 11 for detailed faculty biographies.
To apply or for more information, visit
www.gse.harvard.edu/ppe/aol
imProVinG sCHools: tHe Art of leAdersHiPJune 22–28, 2014 | $3,4951–5 YeArs of leAdersHiP exPerienCe
5
WHAT yOu WILL LEARn strengthen your leadership and management skills and revitalize
your personal vision of leadership. learn new methods for improving
individual, group and organizational performance.
PROGRAM OVERVIEW leadership: An evolving Vision provides experienced school leaders
with an opportunity to reflect, learn and stretch—and so to
strengthen—the leadership skills needed to address key challenges
and raise student achievement. Participants work with Harvard
faculty and experts on school leadership and education reform to
examine effective strategies for building successful schools. You
will return to your school revitalized and prepared to tackle your
leadership challenges.
the program includes a unique opportunity to interact with and
learn from colleagues from across the united states and around
the world. through plenary sessions, expertly facilitated group
discussions and personal reflection, you will connect theory to
practice—and develop a customized improvement agenda for
yourself and your organization.
PROGRAM ObJECTIVES • examine leadership styles and practices that enhance
organizational performance and enable sustainable change
• develop skills to manage schools and districts entrepreneurially
• implement specific strategies for leading instruction, valuing
diversity, fostering a positive school culture and communicating
effectively with a variety of constituencies
• respond to the expectations of a wide variety of stakeholders
• learn proven techniques for enabling personal growth and for
improving relationships with colleagues and staff members
• lead a systematic process of improving the learning, happiness,
and life chances of children and young people
WHO SHOuLD ATTEnD • experienced school leaders responsible for thinking strategically
about their schools and districts
• experienced principals, heads of school, assistant principals,
assistant heads of school and department heads
fACuLTy CHAIR Joseph blatt, senior lecturer on education; director, technology,
innovation and education Program, HGse
see page 11 for detailed faculty biographies.
To apply or for more information, visit
www.gse.harvard.edu/ppe/lev
leAdersHiP: An eVolVinG VisionJulY 6–12, 2014 | $3,4953+ YeArs of leAdersHiP exPerienCe
WHAT yOu WILL LEARn develop a theory of action for successfully turning around
underperforming schools. understand how to use an accelerated
timeline to create learning environments that support high levels of
achievement for all students and full engagement of all stakeholders.
PROGRAM OVERVIEW together with Harvard faculty, expert practitioners and a cohort of
fellow turnaround leaders, you will analyze elements critical to your
school’s turnaround plan. You will gain key leadership skills and learn
strategies for successful implementation.
specific topics include understanding the importance of high
instructional quality and expectations, translating data into action,
developing effective teams, leading a change effort, and creating
meaningful engagement with community and external partners.
school turnaround efforts require highly effective leaders able
to create the conditions for rapid and sustained change. to
successfully impact student outcomes, leaders in turnaround
contexts must drive a fundamental shift in school culture and
instructional practice that results in early gains and ongoing high
performance. the demands are great, but the need to improve
the opportunities for our children in failing schools is even greater.
By the end of the program you will understand how to:
• transform school culture
• identify and achieve early success
• measure your results
• understand how to best align school-level efforts with district
and state goals
• implement your new theory of action
CAPSTOnE PROJECT: THEORy Of ACTIOn the program’s capstone project is where you will develop a theory
of action, specific to your school or district turnaround efforts.
the plan will focus on establishing priorities to achieve rapid and
meaningful improvement. once drafted, you will present your
plan and receive direct feedback from peers and faculty through a
facilitated consultancy exercise. By the end of the program you will
have a defined plan that you can put into action right away.
PROGRAM ObJECTIVES • develop a theory of action—wherever you may be in the
turnaround effort—focusing on establishing priorities to achieve
rapid and meaningful improvement
• lead effective transformation of school culture
• understand how to use data effectively to set strategy and drive
integrated decision-making at the classroom and school levels
• drive high-quality instruction and instructional leadership
• determine how best to track and assess progress and success
• learn strategies for communicating your vision to the press and
stakeholders in the school and community
sCHool turnAround leAdersJune 2–6, 2014 | $2,295
7
WHO SHOuLD ATTEnD • K-12 educators and change agents directly responsible for leading
or overseeing school turnaround efforts
• school-level teams composed of principals, assistant principals,
educators in leadership roles, school administrators, instructional
leaders, teacher-leaders
• teams composed of school- and district-level leaders are also
encouraged
• Administrators at the state level and individual educators are also
welcome to apply
ATTEnDInG AS A TEAM educators who attend as part of a team are able to increase the
impact of their learning both while on campus and once they have
returned home. free from the usual distractions of the work setting,
your team will benefit from additional opportunities to focus on your
specific turnaround plan. teams are able to collectively work on their
theory of action, build a shared vision for moving forward and be
better prepared to implement the plan as soon as they return home.
fACuLTy CHAIR Katherine Merseth, senior lecturer on education;
director, teacher education Program, HGse
see page 11 for detailed faculty chair biographies.
To apply or for more information, visit
www.gse.harvard.edu/ppe/stl
9
WHAT yOu WILL LEARn refine your leadership skills and broaden your understanding of
effective teaching and learning. You will examine successful practices
from urban settings, set high expectations for achievement and
explore strategies that promote student engagement.
PROGRAM OVERVIEW in today’s high-stakes environment of accountability and limited
resources, school leaders must be able to address urgent
challenges from multiple constituencies. research on effective
schools continually points to the important role leaders play
in creating the right conditions to increase student achievement.
national institute for urban school leaders brings educators
from urban contexts together with Harvard faculty and top
experts in the field to examine best practices and research-based
techniques that support student achievement. it provides an
in-depth exploration of the leadership skills necessary to enhance
and sustain learning outcomes.
You will examine schools in relation to the broader community
contexts — exploring race, culture, equity, socioeconomic status
and social justice in today’s diverse urban classrooms. You will
focus on strategies for improving teaching and learning, and building
community support for the work of schools. When you leave,
you will be better prepared to transform your learning landscape
to support higher student achievement and successful outcomes
for all students.
PROGRAM ObJECTIVES • identify leadership roles and styles required to improve teaching
and learning in the instructional core
• examine the beliefs, cultural changes, and teaching and
learning strategies required to promote high student achievement
• Consider the effects of race, class and culture on the
learning community
• learn effective approaches for ensuring the inclusion
of all students
• explore practice-based techniques for closing the achievement gap
WHO SHOuLD ATTEnD • school leaders and teams working in urban settings
• Principals, assistant principals, department heads, directors of
curriculum and instruction, and other central-office administrators
fACuLTy CHAIR Deborah Jewell-Sherman, Professor of Practice, HGse
see page 11 for detailed faculty chair biographies.
To apply or for more information, visit
www.gse.harvard.edu/ppe/usl
nAtionAl institute for urBAn sCHool leAdersJulY 14–19, 2014 | $2,695
“ The Art of Leadership was amazing. I am returning to my district more informed to help
not only my students — but also
my community. ” STAnLEy DObbS Assistant Superintendent, Hayward unified School District, Hayward, CA
11
JosePH Bl At t is senior lecturer on education and
director of the technology, innovation and education
Program at HGse . Blatt’s work focuses on the effects of
media content and technology on young people’s devel-
opment, learning and civic behavior. He has created television
series and websites for many types of learning environments,
and he is now helping to renew the historic relationship
between HGse and sesame Workshop. Blatt is a recipient
of the morningstar Award, HGse ’s highest honor for
teaching excellence, and also created the usable Knowledge
website, which makes HGse faculty research available
and accessible to practitioners.
deBor AH Je Well-sHermAn is Professor of
Practice at HGse. Jewell-sherman is a graduate of the
school’s urban superintendents Program and has built a
reputation over the past decade as one of the most
successful urban district superintendents in the country.
she served as superintendent of the richmond, VA
schools from 2002 to 2008. during her tenure, 95 percent
of richmond’s lowest-performing schools achieved full
accreditation under Virginia’s standards of learning
legislation, and the district as a whole improved from
18 to 91.7 percent. Jewell-sherman was named Virginia
superintendent of the Year 2009 by the Virginia
Association of school superintendents.
PAmel A mAson is lecturer on education, director
of the master’s Program in language and literacy, and
director of the Jeanne Chall reading lab at HGse . mason
served for 10 years as a reading/language arts curriculum
director and for 19 years as an elementary school principal
in the Boston area. she is president of the massachusetts
Association of College and university reading educators
(mACure) and was president of the massachusetts reading
Association. she collaborates with colleagues nationally
and internationally on preparing reading specialist teachers,
implementing literacy coaching, developing school leaders
and evaluating school-wide literacy programs.
K AtHer ine mersetH is senior lecturer on education
and director of the teacher education Program at HGse .
merseth has more than 40 years of experience in instruction,
administration and research in public education in the
united states and internationally. Her work concentrates
on charter schools, teacher education, mathematics education
and the case method of instruction. most recently she
was the principal investigator for a study researching high-
performing charter schools, the results of which are
presented in the award-winning book, Inside Urban Charter
Schools: Promising Practices and Strategies in Five High-
Performing Charter Schools. merseth is also a recipient of
the morningstar Award, HGse ’s highest honor for
teaching excellence.
for a complete list of program faculty, visit the individual program Web page at www.gse.harvard.edu/ppe
AdditionAl 2014 ProGrAmsdesigned for public, charter and independent school leaders, our goal is to help you make the most of
your role—whether it’s preparing you for a new challenge or providing fresh insight and strategies for
successful leadership. our professional development programs not only let you recharge and connect
with like-minded individuals who face similar issues, but they also show you how to apply what you learn
directly to your work for years to come.
13
Leadership Institute for Superintendents
march 2–5
Women in Education Leadership
march 6–8
Instructional Rounds: Spring
march 30–April 3
Learning Environments for Tomorrow:
next Practices for Educators and Architects
April 8–10
The Transformative Power of Teacher Teams
may 4–6
new Tools for School Success: Three-Day
Learning Lab on School-Improvement Teams
may 7–9
Think Tank on Global Education
may 14–16
Data Wise: using Assessment Results
to Improve Teaching and Learning
June 16–20
Enhancing Teacher Effectiveness in High Schools
June 23–27
Closing the Achievement Gap
June 30–July 3
universal Design for Learning
July 7–11
Project Zero Classroom
July 21–25
future of Learning
July 29–August 1
for a complete listing of 2014 programs, visit www.gse.havard.edu/ppe/k12
Top Related